Lifelong learning is a learning is a progression beginning at birth and ending only with death which encompasses both the formal and alternative learning systems. Together with the UNESCO advocated concept of life skills, the Philippine notion of functional literacy now approximates the idea of “real life literacy.” Lifelong learning is defined by the International LabourOrganization ‘all learning activities undertaken throughout life for the development of competencies and qualifications’ where ‘competencies’ cover the knowledge, skills, and know-how applied and mastered in a specific context, and ‘qualifications’ mean a formal expression of the vocational or professional abilities of a worker which is recognized at international, national or sectoral levels.Lifelong learning is understood as a cyclical process with four key pillars . (1)”Knowing the learner (Self awareness)” focuses on understanding the learner’s prior knowledge, motivation for and attitudes towards learning. A portfolio can serve as a mirror, helping a learner understand themselves and see their growth over time. (2)”Planning for learning (Self management)” refers to the setting of goals and the development of a plan to achieve these goals. (3) “Understanding how to learn (Meta-learning)” describes the awareness that a learner has developed with respect to different approaches to learning (deep versus surface learning; rote versus meaningful learning) and different learning styles. (4) “Evaluating learning (Self monitoring)” refers to a systematic analysis of all aspects of the learner’s performance. “Self monitoring is synonymous with responsibility to construct meaning … [and] is very much associated with the ability to be reflective and think critically” . While the above pillars are of importance in any effective teaching and learning process, the main characteristic of lifelong learning is the reflective nature of the entire cycle. As a learning outcome, literacy is a set of skills that are applied and utilized by a person within a particular community and cultural context which benefits not only the individual but the entire society (UNESCO 2005). The greater attention that the Philippine government continues to afford basic education is based on the premise that alongside widened access to basic education, the functionality and productivity of the Filipino people increases. Lifelong learning in the Philippines is directly linked with the Education ForAll 2015 goals by way of the new concept of Quality of Education-Anchored on Functionality. Specifically, among the proposed activities of the Philippine EFA 2015 Plan is the future assessment for quality assurance of basic education anchored on the concept of functionality. Functionality, as conveyed by the new definition of functional literacy, is equated with the notions of life skills/lifelong learning rooted in the four pillars of education articulated by the Delors Commission. These pillars are: learning to know, learning to do, learning to live together, and learning to be. The new definition is to be translated and/oroperationalized by the strands of indicators as follows:communication skills; problem solving and critical thinking; sustainable use of resources/productivity; development of self and sense of community; andexpanding one’s world vision (Delors, Jacques). These strands have been anchored on the four pillars of education that should be imbibed by all nations and education systems in the 21st century. These also serve as the definition’s philosophical underpinning. With this ,the Philippine wishes to evolve a powerful social indicator, both qualitative and quantitative, that can be used in overall development, particularly in social/human development planning. This kind of assessment is capable of revealing not only the desirable social outcomes of basic learning of a cross-section of the nation’s population. It is also a key single descriptor of the demographic characteristics of the nation and on expression of a number of important social development implications.
By: Elizabeth L. Rodriguez | Teacher III | Samal North Elementary School Samal, Bataan
